Remixing Multiliteracies

Bringing together renowned scholars in literacy education, this volume offers the first comprehensive account of the evolution and future of multiliteracies pedagogy. This groundbreaking collection examines the rich contributions of the New London Group (NLG)—an international gathering of noted scholars who met in 1996 and influenced the direction of literacy scholarship for decades to come. With a focus on design and multimodality as key concerns in literacy pedagogy, these ideas have become even more salient as literacy has become intertwined with digital technologies. The essays in this book not only provide an overview of the fundamental ideas of NLG and their importance across literacy, communications, and media studies, but also explore how these concepts have been adapted by today’s educators to better prepare students for a rapidly changing, globalized world.

Book Features:

• Identifies the major contributions of the NLG and suggests why and how it has been so influential.
• Includes chapters from original members of NLG, as well as contemporary scholars working with the concept of multiliteracies.
• Describes pedagogical approaches and their implications for instruction.

Frank Serafini is a professor of literacy education and children's literature at Arizona State University. Visit his website at www.frankserafini.com. He received the 2021 International Visual Literacy Association (IVLA) Education Award. Elisabeth Gee is a professor and the Delbert & Jewell Lewis Chair in Reading and Literacy at Arizona State University.

"There is a plethora of critical, provocative, and forward-thinking ideas in Remixing Multileracies."

— Teachers College Record

"This book helped me with a question I've had for quite a while: What exactly will our classrooms look like when we are utilizing multiple literacies in a variety of authentic ways? After reading this book, I have a much clearer picture of that transformation than I did before."

— Professional Development

"So, after reading this book, the word "more" comes to mind: More student selected inquiry, more making and designing, more students collaborating and learning from each other, and more guidance in evaluating the vast treasure trove of information online so it can be used in a way that builds and deepens knowledge. (...) Books like this one help us see how to accomplish that.

—Illinois Reading Council Journal

“I’ve read a lot about the importance of new literacies, digital literacies, and multi-literacies— and now there is finally a book that moves this whole cluster into the world of curriculum and pedagogy! Bravo!”
— P. David Pearson, University of California, Berkeley

“Remixing Multiliteracies offers a significant re-voicing and advancing of the social, political, and pedagogic significance of the multiliteracies agenda by some of the original New London Group members—aligned scholars of international repute and emerging academics. This book warrants deep engagement by teachers, teacher educators, researchers, and all who are concerned with schooling and social justice in the ever-changing world of the 21st century.”
—Len Unsworth, research director of Educational Semiotics in English and Literacy Pedagogy at Learning Sciences Institute Australia

"This collection showcases authors at the leading edge of multiliteracies research and scholarship. It provides a fascinating and accessible state-of-the art assessment of a major approach to understanding literacy practices in the digital era.”
— Michele Knobel, Montclair State University